【分　 类】 教育科学
【关 键 词】 自我调控  干预计划   阅读指导
【来 　源】 互联网
【收　 录】 中文学术期刊网

正文：

5.2行为监控阶段
  主要从动机的监控和行为的监控两方面进行干预。行为的监控发生在学习者的学习过程中。

自我调控的范围	自我调控干预
动机	指令1：学习过程中哪些因素影响了你的学习效率？（学习时间不够？学习内容越来越难？没有成就感？感到压力太大？）
行为	指令1:是否调整了学习时间(增加阅读时间？选择阅读效率高的时候进行阅读？) 指令2：遇到学习困难时是否有倍努力？怎么让自己继续进行阅读学习？（同伴，老师的督促？） 指令3：是否寻求帮助？为何不想求帮助？怎么解决？（对自己的学习结果无把握，可以求助于老师给出客观的评价或得到积极的鼓励）

  学习者通过对自己阅读活动的反思可以及时调整自己的阅读活动或寻求教师帮助，如当学生觉得没有成就感，感到压力大时，教师就应作出相应的积极的评估和帮助学习者减压等，使干预计划得以继续展开。
5.3行为控制阶段
主要从认知，动机和行为的控制，进行自我调控。

自我调控的范围	自我调控干预
认知	指令：继续利用有效的学习策略，替换无效的学习策略。（列提纲，总结等）
动机	指令：自我表扬，减少焦虑。（在阅读活动顺利完成之后奖励自己一个冰激凌；了解关于阅读材料的考查方式）
行为	指令: 继续坚持，努力学习

5.4行为反思阶段 （略）
三．干预计划的反思
1. 困难及建议
干预计划的实施是一个长期耗时、见效慢的过程，而且在短期之内有可能会影响其他课程的学习（占用了自修课和双休日的时间）。这个计划的实施需要得到学生和其他任课老师以及家长的支持和鼓励。因此在计划实施之前也应向其他任课老师以及教师告知干预计划的预期达到的目标及其实用价值。在干预计划实施前应该制定相关的评估标准作为计划实施的参照。
2. 干预计划的目标及实用价值
        通过对阅读学习的指导，全面展开干预，希望能通过干预提高学习者的自我调控能力，随着自我调控能力的提高阅读能力也能随之提高。莫和张（1997）认为“从广泛的角度分析……对自己学习活动进行自我调控却是各种学习活动所具备的共同特征，也是决定各种学习活动效率的主要因素。由于学生对学习活动进行监控的实质是相同的，因此在任一学习活动总的学习自我调控具有广泛的迁移性，可以应用于不同的学习情况中……”。
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